RETRACTED ARTICLE: Further Evidence of Critical Thinking and Final Examination Performance in Advanced Financial Accounting

Purpose Due to its technical focus, the introductory accounting course has a hierarchical knowledge structure that requires students to master and integrate abstract knowledge which builds on itself over time. The purpose of this paper is to explore the relationship between engagement and examination performance for students enrolled in a hierarchically structured course. Design/methodology/approach This research involves a retrospective study of an introduction to accounting course examining the relationship between increased engagement and examination performance. Students are provided opportunities for engagement through assigned homework and optional ungraded assignments. Performance is measured by scores on each of three examinations conducted throughout the semester. Findings The study finds that additional engagement in assignments has no significant impact on mid-semester examination performance; however, sustained engagement throughout the semester has a cumulative impact on final examination performance. Moreover, students that perform well on mid-semester examinations do not benefit from additional engagement, whereas students that perform poorly on the mid-semester examinations exhibit substantially higher final examination scores from sustained engagement. Practical implications This study illustrates the complex interplay between engagement and performance and the timing of performance gains. The implication for educators is that increased sustained engagement is likely to result in increased but delayed student performance gains in disciplines with hierarchical knowledge structures. Originality/value This study contributes to the literature in its examination of the timing of performance benefits gained from increased engagement in courses with a cumulative knowledge base.

Download Full-text

Using in-clerkship tests to identify students with insufficient knowledge and assessing the effect of counseling on final examination performance

Academic Medicine ◽

10.1097/00001888-199901001-00022 ◽

1999 ◽

Vol 74 (1) ◽

pp. 73-5 ◽

Cited By ~ 3

Author(s):

P A Hemmer ◽

R J Markert ◽

V Wood

Keyword(s):

Final Examination ◽

Examination Performance ◽

Final Examination Performance ◽

Insufficient Knowledge

Download Full-text

An Evaluation on Dental Students’ Performance during the First Year of Covid-19 Pandemic

Ulum Islamiyyah ◽

10.33102/uij.vol33no1.294 ◽

2021 ◽

pp. 84-92

Author(s):

Hazira M Yusof ◽

Wan Nor Syariza Wan Ali ◽

Nusima Mohamed

Keyword(s):

Online Learning ◽

Final Examination ◽

Learning Method ◽

Learning Methods ◽

Examination Score ◽

Examination Performance ◽

Significant Difference ◽

The Mean ◽

Final Examination Performance ◽

Post Hoc

As with other university programs, dental school has been affected during the Covid-19 pandemic due to physical distancing and clinical restriction. Covid-19 pandemic changes the original method of study with the swift shift to online learning, which may affect students’ performance. The objective of this study was to assess the effect of online learning methods on the final examination performance for dental undergraduate students in their clinical years in a public university in Malaysia. One-way analysis of variance (ANOVA) and post-hoc Tukey tests were conducted to compare the effect of learning methods on the mean examination score, by comparing clinical students from the year of 2018 and 2019 face-to-face (f2f) learning method as compared to fully online learning in 2020. The analysis shows that there is a statistically significant difference on final exam performance at p < 0.05 for Year 3 [F (2, 102) = 11.68] and Year 5 [F(2, 95) = 22.32]. Post-hoc Tukey HSD test indicates that the mean examination result for 2019 is significantly different from 2020 and 2018 even though the same learning method was employed for the latter. There was also no statistically significant difference for when the 2020 cohort is compared to the 2018 cohort for both Year 3 and Year 5. There was no statistically significant difference in mean examination score across all cohorts for Year 4 students. Although limited in scope, the conclusion of this study was that, f2f learning method has no significant difference with online learning in terms of final examination performance.

Download Full-text